Leon Tikly, University of BristolRafael Mitchell, University of BristolAngeline M. Barrett, University of BristolPoonam Batra, Delhi UniversityAlexandra Bernal Pardo, Rodeemos el DiálogoLeanne Cameron, Education Development TrustAlf Coles, University of BristolZawadi Richard Juma, St. John’s University of TanzaniaNidia Aviles Nunez, University of the West of ScotlandJulia Paulson, University of SaskatchewanNigusse Weldemariam Reda, Mekelle UniversityJennifer Rowsell, University of SheffieldMichael Tusiime, University of RwandaBeatriz Vejarano Villaveces, Rodeemos el Diálogo

“This excellent book offers a refreshing and well-informed decolonial perspective. Grounded in teachers’ own views and situated in their lived realities, it challenges dominant assumptions and foregrounds social justice.” Michele Schweisfurth, University of Glasgow

• 1. Introduction: The Case for Decolonising Teacher Professionalism2. Study Design3. Teacher Professionalism: A Global Literature Review4. Teacher Professionalism and the Coloniality of Power5. Teacher Professionalism and the Coloniality of Knowledge6. Teacher Professionalism and the Coloniality of Being7. Towards a Practitioner-Led Understanding of Teacher Professionalism8. Conflict in Tigray: Teachers’ Experiences and the Implications for Post-Conflict Reconstruction by Nigusse Weldemariam Reda & Rafael Mitchell